The History curriculum underpins our students understanding of the society in which we live as well as the wider world around us. This allows for the exploration of ever- changing societies from the Medieval period through to the twenty first century. This develops students chronological understanding, the changing nature of historical themes, empathy, and the ability to formulate opinions whilst respecting others. Through the curriculums range of topics, our students are encouraged to think critically about the world around them and how this has been shaped through time and perspective.
Our carefully sequenced curriculum centres around a coherent chronological framework whilst developing their understanding of key concepts and themes such as government, warfare, and religion. These are interleaved throughout every topic and year that students study History, to ensure an understanding of change and continuity to measure levels of progression against a criterion of judgement.
Understanding of key concepts, such as significance, causation, consequence allow for us to challenge students’ mindsets to think, write and speak like a Historian. Students are encouraged to be curious and question, analyse and evaluate information to reach well-supported judgements.
This pedagogy is underpinned by:
· Each topic being studied provides opportunities for students to see an interleaving of themes across the years by immersing students in a continuously broadening range of societies, cultures, and perspectives.
· A focus on developing students’ evaluative and analytical writing
· Regular use of live modelling and exemplars to demonstrate how to think, talk and write like a Historian.
· Frequent retrieval opportunities to deepen knowledge to commit it to their long-term memory
· Providing regular opportunities for student to improve through feedback that is driven by the students and their understanding of their own progress.
We believe that students should also develop an understanding of the following through their History lessons:
· A chronological understanding of world History from 1066-2022.
· Understanding of themes that occur throughout the time periods and their ever- changing nature according to context.
o Religion
o Government
o Warfare
o Economic
o Social
o Individuals
o Politics
o Relations
o Medical
o Technological
· To have empathy for those studied
· To understand the past and its context – not make judgements and have misconceptions about beliefs and ideas from the time.
· To understand modern current affairs and how history has had an impact.
· To develop informed opinions whilst respecting others.
Term 1 – · Skills & The Norman Conquest
Term 2 – Medieval England and The Crusades and tolerance
Term 3 - Challenges to the Crown and Church and The Tudors
· Causation Why did William win the Battle of Hastings?
· Consequence Explain two consequences of the Black Death
· Knowledge The crusades
· Sources How useful are the sources for an enquiry into the murder of Thomas Beckett?
· Knowledge The monarchy
Term 1 - Early Elizabethan England and Benin Empire
Term 2 – The British empire - Transatlantic Slave Trade and India
Term 3 – The Industrial Revolution and the Scramble for Africa
· Causation Explain why the Spanish were defeated during the Spanish Armada
· Source skills How useful are sources X and Y for an enquiry into the treatment of enslaved people during the transatlantic slave trade?
· Interpretations How far do you agree with Interpretation one about who benefitted the most from the British Empire?
-Source skills and significance Develop your source skills and understanding of historical significance by designing an Industrial Revolution-themed park. Use your knowledge from the topic and evidence from historical sources to support and inspire your designs
Term 1 - Why did WW1 begin? And WW1 trench warfare
Term 2 – The interwar years, Nazi Germany and the Holocaust
Term 3 – Nazi Germany, the Holocaust and Terrorism
Assessments
· Causation “The First World War started because of militarism.” How far do you agree?
Knowledge The Treaty of Versailles
-Source How useful are the sources for an enquiry into people's attitudes towards the terms of the treaty of Versailles?
· Causation “Hitler was able to commit atrocities because of the use of terror.” How far do you agree?
· Causation “The British were mainly responsible for the conflict in the Middle East.” How far do you agree? Explain your answer
In Year 10, students are taught the content and exam skills. Students will explore a thematic study with an historical environment and a Period Study.
Term 1 – Paper 1: Medicine Through time c.1250-present and the British Sector of the Western Front c.1914-18.
Term 2 – Paper 1: British Sector of the Western Front c.1914-18 and Early Elizabethan England c.1558-88
Term 3 – Early Elizabethan England c.1558-88 and Superpower Relations 1945-91
Term 1 - Superpower Relations 1945-91 and USA Conflict at Home and Abroad c.1953-75.
Term 2 – USA Conflict at Home and Abroad c.1953-75.
Term 3 – USA Conflict at Home and Abroad c.1953-75 and revision.
Term 1 – Paper 1: USSR Lenin to Yeltsin 1917-91 and Paper 2: GDR 1945-91.
Term 2 – Paper 1: USSR Lenin to Yeltsin 1917-91 and Paper 2: GDR 1945-91.
Term 3 – Coursework: Origins of the Cold War
More detail on the A level curriculum
Term 1 – Coursework: Origins of the Cold War
Term 2 – Paper 3: Protest, agitation and parliamentary reform in Britain c.1780-1928
Term 3 – Paper 3: Protest, agitation and parliamentary reform in Britain c.1780-1928 and revision
